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Currere and Praxis
e‑ISSN 3065-4572 Open Access · CC BY 4.0
Vol. 3 · Issue 3 · 2026 Oct 1, 2026 Special Issue: 50th Anniversary of Currere

Invoking educational subjectivity within Türkiye’s centralized system: A currere perspective

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Ünal Deniz Corresponding Manisa Celal Bayar University unaldeniz23@gmail.com Turkey
Pages192-212 PublishedOct 1, 2026 LicenseOpen Access
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VOL 3 · ISS 3 · 2026 Special Issue: 50th anniversary of Currere View issue

Abstract

As Toward a Poor Curriculum marks its 50th anniversary, this conceptual analysis examines the relevance of Pinar and Grumet’s (1976/2026) autobiographical method for understanding subjectivity within the Turkish educational context. Rather than deploying currere phenomenologically, this paper engages its four moments as an analytical framework to examine the structural and historical conditions shaping educational subjectivity in Türkiye. The inquiry examines how examination culture, curriculum centralization, and limited teacher autonomy have shaped Turkish education, and considers how currere might function as praxis for cultivating reflective engagement and pedagogical intentionality within centralized, examination-dominated systems. Situating currere within Türkiye’s relational cultural context, where selfhood develops through interdependence rather than individualism, this study explores how autobiographical methods might function under varying structural and cultural conditions. Beyond its Turkish focus, this analysis addresses questions facing educational systems worldwide as standardization increasingly constrains spaces for educational subjectivity and democratic engagement.

Keywords

#Currere #praxis #presence #subjectivity #teacher autonomy #Turkish education

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